Headings of the journal
"Educational Resources and Technologies"

Annotation: The academic discipline «Philosophy», as a rule, is studied in both secondary and higher educational institutions, regardless of the specialty or direction of training.What is the role and significance of philosophy as an academic discipline in the content of secondary and higher education? Why and why do students need or can study it? How philosophical knowledge can be related to the professional and private life of a graduate of a university or college. Can the study of philosophy influence the formation of a person’s worldview position? If it can, then at least the student should understand what the philosophy course is about. If he does not understand anything, or he sees that philosophy is a dry and abstract wisdom that has nothing to do with him and his life, then its study is a completely meaningless occupation, a waste of time and effort. The article attempts to show how the study of philosophy, first, is connected with human problems, questions, desires, expectations, hopes and the formation of a person’s worldview, and, secondly, how to teach philosophy in such a way that students see that it is not at all disconnected from life, but has a very direct relationship to them. The authors try to reveal both the first and the second by the example of studying such an important element, or section of the philosophical field of knowledge, as the «main question of philosophy» and the opposing worldview positions and systems of human life navigation associated with its solutions.

Annotation: In the second part of the work, attention is focused on the fundamental differences between the educational process and any other form of social production. The very specifics of the educational process, in which the process of information influence on thinking takes place, is associated with the most complex dialectic of the interaction of information and thinking. The paper considers the qualitative differences between information and knowledge, analyzes their system characteristics. Examples of the features of the work of modern students with digital technologies are presented. The main factors leading to a sharp decline in the quality of education in higher education are analyzed. In conclusion, the conclusions and recommendations on overcoming the identified negative trends in education related to the costs of digitalization of the educational process are presented.

Annotation: The article explores “complex system” concept evolution in the aspect of systems theory development. The article shows that like cybernetics the modern systems theory has developed significantly. It requires a new approach to considering complex system concept. The article shows that while the original complex system concept posed the task of its formal description the modern one does a number of additional tasks. Basing on the signature of systems conceptual representation the article shows a consistent change in properties and expansion of functionality as the elements of cognition are applied. It is shown that at present the complex system concept from an abstract or technical form gets a complex aspect taking into account many factors including the cognitive one. It is noted that a simplified description of a complex system may have limited use so it is necessary to describe special features that reveal cognitive, organizational, resource and other factors that affect the result of the system’s activity and allow one to find causal relations between the system composition and the result.

Annotation: Many thinkers have tried to prove that we live in a simple world, yet man complicates it, but this is not the case. The world is complex independently of us. Firstly, there is a plethora of objects in the world, secondly, it is constantly changing and, thirdly, it is heterogeneous. Plurality, versatility and heterogeneity are already sufficient qualities to recognize the complexity of the world. Micro, macro and mega levels are challenging from the Big Bang itself. If we take social reality, then here we also observe a complication associated with the increase in the number of homo sapience on Earth. As demographic indicators grow, the level of competition increases, sustainable objects become hybrids, verity becomes post-truth, and the state of society becomes chaosmos. Purpose of the work: to present a methodology of complexity in a new technological order. Applied research methods: structural analysis, system analysis, factor analysis, synergetics. As a result of the conducted research, the following Results were obtained: 1) speed is considered as a factor of complexity; 2) the cognitive conditions of complexity are considered; 3) the adaptive capabilities of society to complexity are conceptualized as a new normality, representing the convergence of modern social processes while preserving identities and boundaries of interpretation.

Annotation: According to the methodology developed by the author, two one-parameter classes of integer sequences are introduced and investigated in the paper. The first class provides an interpolation between a sequence of powers of two and a sequence of Catalan numbers, and the second class provides an interpolation between a sequence of powers of two and a sequence of Bell numbers. In order to obtain various interpretations of the numbers of the considered classes, T-models and permutations by Lehmer codes are used. These interpretations are based on the recursive construction of sequences of numerical tables of a special kind defining T-models and the properties of permutations by Lehmer codes. The method used leads to simple algorithms for constructing two classes of permutation sets corresponding to the introduced classes of numerical sequences. On the basis of the obtained classes of permutation sets, it is also possible to set probability distributions. The representation of elements of the second class of numerical sequences using Stirling numbers of the second kind allows us to match the class of ordered partitions of sets into a certain number of blocks to the corresponding class of permutation sets. For the numbers of the studied classes of sequences, the relations for their q-analogues are obtained.